Pairing Experiential Education and Deeper Learning to Prepare Teachers to Stand Up, Not Stand Aside

• In Event: Amplifying Voice and Agency in Preservice Teacher Education

Abstract

In this paper, we engage a review of extant literature on experiential education (Itin, 1999; Bobilya et al, 2015; Scales et al., 2006) and deeper learning (Darling-Hammond et al., 2019), as applied to teacher education, in order to understand congruences and divergences between the two approaches. Ultimately, this analysis brings the two approaches into conversation with one another to suggest an expansion of possibilities in teacher education, particularly in relation to how teacher educators prepare teachers to take responsibility for teaching for equity and justice. This analysis suggests that marrying experiential education and deeper learning has the symbiotic potential to elevate both approaches in relation to this responsibility.

Authors

• Jocelyn A. Glazier, University of North Carolina - Chapel Hill

• Kristin Papoi, University of North Carolina - Chapel Hill

• Cheryl Mason Bolick, University of North Carolina - Chapel Hill

• Nicole Ross, University of North Carolina - Chapel Hill